In 2013, Tomer Doron, a technologist, entrepreneur, and alumnus of Singularity University—a Silicon Valley institution recognized for innovation and research into exponential technologies—proved to be a visionary in an article for the Singularity blog titled “The Once and Future Teacher” (a loose translation). Throughout the text, Doron offered clues about what was to come. Some of them came true years later.

In his article, Doron cited findings from a growing number of software companies working on the concept of a smarter, cheaper, and more accessible digital education. He highlighted, as a future trend, the exponential growth in interest in Artificial Intelligence (AI), which could become dominant. To make AI useful in education, it is necessary to collect not only information about learning outcomes but also information about the learning process itself, in order to build a database capable of identifying patterns and addressing individual needs.

The world has witnessed a rapid digital transformation in recent years. The premises raised by the author carried a sense of certainty—six years ago! On the one hand, he pointed out that teachers would transfer their knowledge to machines (to fuel machine learning), and on the other, some teachers would focus on the remaining functions that would be difficult for limited artificial intelligence to replace due to their social nature. These teachers would play a role in developing their students’ social-emotional skills at school. “One intangible factor is that a good teacher not only possesses the knowledge and skills necessary to help a student succeed, but also cares. This sense of care can be difficult for a machine to replicate” (Doron)

Recently, a lengthy article in MIT Technology Review—“China Has Started a Grand Experiment in AI Education. It Could Reshape How the World Learns” (China has launched a major experiment in AI education. It could change the way the world learns—free translation) explained how tens of millions of Chinese students are using some form of artificial intelligence to learn, whether through extracurricular tutoring programs, digital learning platforms, or even in classrooms.

This is the world’s largest experiment in artificial intelligence in education. Because the university admissions process is highly selective, many parents hire tutors outside of school hours to ensure their children perform well on exams. Thanks to the country’s massive investment in AI, there are now tens of millions of students using some form of AI to learn, just as Doron predicted six years ago. It is the world’s largest experiment in AI in education, and no one can predict the outcome.

It is a fact that many experts agree that Artificial Intelligence will play an important role in 21st-century education. They just don’t know how yet. Some point out that the push for AI in education may, at best, help teachers nurture their students’ interests and strengths. But at worst, it could further reinforce the global trend toward standardized learning and testing, leaving the next generation ill-prepared to adapt to a rapidly changing workforce.

In Brazil, we are still feeling our way along these new paths in AI. But the world and new technologies are evolving so rapidly that the danger is either falling behind or simply believing that the transformation in education is inexorably driven solely by systems and various technologies—Artificial Intelligence being just one of them.

The big question is how to provide everyone with a high-quality and equitable education. Understanding the transformation required for innovation—a process that is indeed irreversible, but one that can encompass both digital and analog models.

In all cases—and technology can help with this—it is essential to know how to create the conditions necessary to develop innovative ideas and actions. This is a challenge for educators, school administrators and school operators, as well as for public policy makers.

The National Common Core Curriculum (BNCC), which includes Digital Literacy among its general competencies, provides us with a roadmap. We’re not going to reinvent the wheel—that’s the Chinese’s achievement. But we need to stay attuned to technological changes and innovations, since education has always made use of available technologies. This is a relevant topic for 21st-century education in Brazil, so let’s discuss it!